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Motivational styles in English and mathematics among children identified as having special educational needs
Author(s) -
Galloway David,
Leo Elizabeth L.,
Rogers Colin,
Armstrong Derrick
Publication year - 1995
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1995.tb01167.x
Subject(s) - learned helplessness , psychology , developmental psychology , educational psychology , curriculum , style (visual arts) , cognitive style , need for achievement , mathematics education , cognition , social psychology , pedagogy , archaeology , neuroscience , history
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 children in their first year of secondary school (aged 11–12) were categorised into one of the three motivational styles. Children with special educational needs were identified using a battery of cognitive ability tests (Thorndike, Hagen & France, 1986). This study compares the prevalence of each motivational style in English and mathematics in children of different abilities and presents empirical support for the view that learned helplessness and self‐worth motivation are more prevalent among children identified as having special educational needs. Further analyses indicate that: overall, learned helplessness and self‐worth motivation are more prevalent in English than mathematics; learned helplessness is more prevalent among girls and self‐worth motivation among boys in mathematics. Implications for teachers in developing teaching strategies which foster mastery orientation in their children are discussed.